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Crossing borders: A comparison of the impact various teaching strategies and tools in an online and face-to-face psychology course.
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, , University of Toronto, Canada

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

Distance is gradually disappearing, as technological innovations provide universities with new opportunities and ways of teaching and learning that enable teachers to bring students together, empower and engage students. New technologies allow for improved online learning methods, which are often seen as providing opportunities for high quality instruction, with much flexibility, and more cost effective than previous online learning methods. This study compares learning outcomes in two modes of learning, face-to-face and online. We examined the impact of various teaching strategies and tools on (i) student learning outcomes (ii) student engagement and (iii) students’ satisfaction of their learning experience. A total of 60 participants enrolled in an introductory psychology course at an urban university participated in this study. Results showed that some outcomes transferred well online while others did not, and that some course components and student interactions were hindered online.

Citation

Berry, K. & Paulo Kushnir, L. (2013). Crossing borders: A comparison of the impact various teaching strategies and tools in an online and face-to-face psychology course. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1724-1731). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 3, 2022 from .

© 2013 Association for the Advancement of Computing in Education (AACE)

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